ERIC Number: ED264066
Record Type: Non-Journal
Publication Date: 1985-Apr-3
Reference Count: N/A
Educational and Institutional Services Available to Navajo and Hopi People: Observations of Student Teachers.
Mahan, James M.
The personal, evaluative statements of student teachers were used to study the perceptions of newcomers to American Indian schools and communities. Respondents in this study were 90 Anglo preservice teachers from 10 universities, completing the final 17 weeks of their teacher preparation programs as full-time student teachers in Navajo and Hopi schools on reservations. Students made detailed written reports of their school and community experiences including perceptions of eight institutions that affect Indian life and an evaluation of Indian education. Over the 5 semesters of the study, 720 institutional and 450 educational observations were received. Educational observations were categorized by topic and the percentage of critical comments within each category was determined. Institutional observations were judged positive or negative and used to rank order the institutions from least to most responsive to Navajo and Hopi needs. The comments of student teachers were generally critical of Indian education--the ratio of negative to positive comments was approximately nine-to-one. Frequent criticisms included disregard of native languages, Anglo-oriented curriculum, and supply shortages. The students perceived most institutions as unresponsive to the needs of local Indian people. The agencies identified as most responsive included tribal councils and churches. Least responsive included utilities, banks, and health agencies. (JHZ)
Descriptors: American Indian Education, American Indian Reservations, American Indians, Anglo Americans, Community Services, Educational Quality, Elementary Secondary Education, Health Services, Human Services, Institutional Evaluation, Institutions, Observation, Student Teacher Attitudes, Student Teaching, Tribes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A